A Positive Youth Development Model for Students Considered At-Risk

Abstract

Children considered 'at-risk' for school failure and other adverse life outcomes have received increasing attention in multiple countries across the world. The research literature is replete with studies that emphasize specific detrimental factors that may make a child's life more difficult upon entering adulthood. The traditional, negative perspective of first identifying deficits and pathology before offering aid contrasts sharply with resiliency research and the emerging positive youth development (PYD) model. The developmental assets framework is under the rubric of PYD and offers a strength-based approach to child development, prevention and intervention. This article reviews and integrates data which demonstrate how asset-building is beneficial to students considered at-risk. School psychologists are well-positioned to collaborate with teachers and other educators to play vital roles in implementing this proactive PYD model to help all students.

Estimating the Probability of Passing the National Paramedic Certification Examination

“…Allocating appropriate resources to at-risk students is important for the success of current students. [19][20][21] This model has utility for program directors, paramedic program instructors, and prospective paramedic students. By achieving national accreditation and hiring highly qualified lead instructors, program directors increase their graduates' probability of passing the national paramedic certification examination.…”

Prevention of Violence Through the Resilience of Students

“…O desenvolvimento da resiliência através do desenvolvimento de habilidades pessoais, é assim benéfico para os estudantes considerados em risco, ou seja, com problemas de comportamento, elevados níveis de delinquência, incidentes de violência e comportamentos agressivos, permitindo-lhes encontrar, inclusivamente, um maior equilíbrio (Edwards, Mumford, & Serra-Roldan, 2007). Neste sentido, o investimento em atitudes promotoras de personalidades resilientes é cada vez mais indispensável.…”

An Assessment of Resiliency and Life Satisfaction in High School-Aged Students in Belize

“…These domains consist of individual factors (intellectual ability, good health, and positivity); family factors (caring familial relationships, family support, proper parenting); and also community factors (school involvement, church/religious membership, extracurricular activities; Carlton et al, 1999). These individuals with high resiliency maintain a high locus of control, have high self-esteem, are able to solve social problems, and are able to recuperate from adversity (Edwards, Mumford, & Serra-Roldan, 2007). …”